Instructional+Activity

**Instructional Activity**

This instructional activity differentiates for students with hearing impairments, as well as for students with visual impairments. It is not a lesson intended to be taught to these students in isolation because students with disabilities are typically mainstreamed for music, art, PE, and other specials classes.

Lesson Plan for Project 2 MEDT 7465 – Resources for Children and Young Adults University of West Georgia Spring 2012 Group 1 (A): Emily Ayers Brown, Margaret Grayburn, Cliff Kicklighter, Robin Schirmer

** Rhythm Band ** ** Kindergarten Music Lesson **
 * Kindergarten class includes regular ed students as well as students with hearing impairments and/or students with visual impairments.
 * Visually impaired students are accompanied to class with a Para-Professional.
 * Hearing impaired students are accompanied to class with an interpreter and a Para-Professional, if needed.

** Purpose/Objectives: **
 * The student will be able to sing a song from the text of a book using appropriate head voice // (regular ed students and students with visual impairments) .//
 * The student will be able to perform a steady beat using a tambourine, triangle, and a pair of maracas with appropriate technique //(all students)//.
 * The student will be able to identify a tambourine, triangle, and pair of maracas by sight //(regular ed students and students with hearing impairments)// and sound //(regular ed students and students with visual impairments)//.

** Standards: ** A. Skills and Techniques/Performance MKGM.1 – Singing, alone and with others, a varied repertoire of music a. Sing simple melodies in a limited range using appropriate head voice accompanied and unaccompanied.

MKGM.2 – Performing on instruments, alone and with others, a varied repertoire of music b. Perform a steady beat using body percussion as well as classroom instruments with appropriate technique.

C. Critical Analysis/Investigate MKGM.6 – Listening to, analyzing, and describing music c. Identify basic classroom instruments by sight and sound using visual representations.

** Materials: **
 * 10 tambourines (or enough for 1/3 of class)
 * 10 triangles with strikers (or enough for 1/3 of class)
 * 10 pairs of maracas (or enough for 1/3 of class)
 * Book __Rhythm Band__
 * Additional copies of book __Rhythm Band__, as needed, with modifications appropriate for students with hearing impairments and visual impairments
 * CD of song (optional)
 * CD player (for use with optional CD)

** Step-by-Step Procedures: ** 1. As the students enter the classroom, they will see a collection of tambourines, triangles, and maracas in the classroom. 2. Roll call is done with teacher singing each student’s name on sol-mi-sol pitches. 3. The teacher reads the book __Rhythm Band__ to the class. 4. As each instrument is being identified, the teacher will ask 1/3 students to select the given instrument from the collection of instruments in the front of the room. 5. The teacher will “read” the book again, this time singing the song. 6. When the class demonstrates they are comfortable with singing the song, the teacher will allow the students to play the instruments to demonstrate the steady beat while singing the song. 7. Each group will rotate to a different instrument section so that everyone is now assigned a new instrument. 8. The class will sing the song, using the same procedure as in step #6. 9. Each group will rotate again to the instrument they have not yet played, repeating step #7 and step #8.
 * Each student responds individually with “I am here” on the same pitches, matching the pitches of the teacher’s voice.
 * Visually impaired students will see their name being signed by the interpreter and will respond by signing “I am here."
 * As needed, a modified book will be shared with students with individual disabilities by the Para-pro or other adult who may be specifically assigned to the student.
 * The book has been modified to meet the needs of that child.
 * A signing interpreter will sign the book for students with hearing impairments
 * As the book is being read to the class, the teacher asks the students to identify the instruments, as noted on pages 5, 9, and 13.
 * The students will be given a moment to figure out how to play the instrument.
 * The teacher will ask the students how they think the instrument should be played.
 * After students share their ideas, the teacher will instruct the students on proper technique, as noted on pages 4. 8, and 12.
 * The teacher will instruct all students with a particular instrument to sit in an area of the classroom so that everyone with the same instruments will be sitting together.
 * The students will take the instruments with them and place the instruments on the floor in front of them.
 * The teacher will remind them of the class rule to keep their hands in their laps when the instruments are in front of them until the time comes for playing them.
 * The teacher will ask the students to sing along when they feel like they know it well enough to do so.
 * Students will pat the steady beat on their laps as the teacher sings the song/reads the book.
 * Students will hearing impairments will observe other students patting the steady beat and will imitate patting the steady beat.
 * For students with hearing impairments who are struggling with imitating a patted steady beat, the teacher will select a student who has mastered patting the steady beat to tap the steady beat on the back of the hearing impaired student.
 * The teacher may choose to use the accompaniment CD that comes with the book.
 * The class will sing the book as many times as needed for the class to learn to sing the song.
 * Each time the song is sung again, the students may choose to use a different way to demonstrate the steady beat.
 * During Section A (pgs. 2-3, 6-7, 10-11, and 14-15) everyone will play the instrument they have in front of them, using proper technique.
 * During Section B (pgs. 4-5, 8-9, and 12-13), only students with the instruments identified on each of these pages will play the steady beat (ie: pgs 4-5 is about tambourines, so only the tambourines will play the steady beat).
 * Teacher may choose to have the students march (steady beat) around the room during Section A.
 * Students will be given a minute or two to explore playing the instrument.
 * Afterward, the teacher will ask each instrument section to demonstrate how they should play the instruments.
 * The teacher will make corrections, as needed.

** Assessment ** : Students will be assessed through performance using the rubric, below: Objective || Meets Objective || Progressing Toward Meeting Objective ||  Demonstrates Little Progress Toward Meeting Objective or Not Evident  ||
 * The student will be able to sing a song from the text of a book using appropriate head voice //(regular ed students and visually impaired students)// . ||  ||   ||   ||
 * The student will be able to perform a steady beat using a tambourine, triangle, and a pair of maracas with appropriate technique //(all students)// . ||  ||   ||   ||
 * The student will be able to identify a tambourine, triangle, and pair of maracas by sight //(regular ed students and hearing impaired students)// and sound //(regular ed students and visually impaired students)// . ||  ||   ||   ||

** Follow-Up Strategies: **
 * Additional rhythm instruments can be introduced in future classes.
 * With two sections in the song (A and B) this book/song can be used to introduce the form of music
 * Since the song consists of the tones in the pentatonic scale, Orff instruments can easily be added.
 * This book/song can be modified for counting by 2’s, 5’s and 10’s for math reinforcement.
 * This book/song can be used for discussing sound for science reinforcement.
 * This lesson can springboard into a writing prompt for students to write about which instrument was their favorite and why.
 * Even if hearing impaired students are not in the class, sign language can be taught to the entire class for the numbers, as well as key words of the song, such as the instrument names.

** Reflection (Challenges/Surprises): ** After teaching the lesson, the teacher will reflect upon how the lesson went, including what went well, what didn’t go well, ideas for changes to the lesson, challenges, and surprises.